Understanding Disease & Infection

Curriculum Area

This lesson aligns with the UK National Curriculum, specifically the AQA GCSE Biology curriculum for Year 11 students. It explores content from Topic 3: Infection and Response, and is suitable for students working at the Key Stage 4 (KS4) level. The main focus will be on understanding communicable diseases, pathogens, and the body’s defences.

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Learning Objectives

By the end of the lesson, students will:

1. Understand the difference between communicable and non-communicable diseases.
2. Identify the four main types of pathogens: bacteria, viruses, fungi, and protists.
3. Explain how pathogens are spread and how the spread can be controlled.
4. Describe the human body's key defence mechanisms against infection.
5. Appreciate the importance and effectiveness of vaccines in disease prevention.

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Lesson Overview

Length:

120 minutes

Group:

10 students

Special Consideration:

Given the hands-on teaching style and students with varied learning difficulties, the lesson will include multisensory activities, practical tasks, and differentiated elements to ensure inclusivity and engagement for all learners.

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Materials Needed

• 10 sets of laminated Pathogen Picture Cards showing bacteria, viruses, fungi, and protists (for group activity).
• Coloured markers and large flipchart paper.
• Microscope (if available) and prepared slides of different pathogens.
• Modelling clay or Play-Doh (4 colours).
• Printed case studies for discussion.
• Flashcards with question prompts.
• Access to personal protective equipment (PPE), e.g., gloves/masks for practical demonstrations.

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Detailed Lesson Plan

Starter (10 minutes): Pathogen Brainstorm

1. Write the question "What do you know about DISEASE and INFECTION?" on the board.
2. Students, in pairs, have 3 minutes to write down everything they already know on whiteboards.
3. Teacher facilitates a quick review, clarifying misconceptions but keeping answers brief as a foundation for the lesson.
4. Introduce the focus question for today’s lesson: "How do we fight back against pathogens?"

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Part 1 (20 minutes): Types of Pathogens

Activity 1: Pathogen Exploration (Differentiated Group Work)

1. Divide students into four small groups (2-3 students each). Assign each group a pathogen type: bacteria, viruses, fungi, or protists.
2. Provide each group with:
   • A Pathogen Picture Card of their assigned group.
   • A description of the pathogen’s characteristics (differentiated reading levels available).
   • ONE challenge: "Research these questions using the description provided: What makes this pathogen unique? How does it cause infection in humans?"
3. Students design a short concept map on flipchart paper using the coloured markers. Groups then present their findings in 2 minutes to the class.
4. Teacher note: Highlight specific examples native to the UK or significant globally, e.g., Salmonella (bacteria), Influenza (virus), Athlete’s foot (fungi), Malaria (protist).

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Part 2 (15 minutes): How Pathogens Spread

Activity 2: Contagion Chain Simulation (Interactive Hands-On Task)

1. Perform a simple practical to illustrate how pathogens spread and multiply.
   • Provide students with small cups and coloured beads (representing droplets/particles).
   • Students ‘exchange’ beads with three others in the group while recording each interaction.
   • Teacher then shows how one infected individual can cause a chain reaction of infection.
2. Lead a discussion about direct vs indirect transmission, linking this to hygiene practices like handwashing and mask use (relating to the current real-world context).

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Part 3 (30 minutes): The Body's Defence Mechanisms

Activity 3: Defence Mechanism Role Play

• Divide into 3 teams:
  1. Physical Barriers (skin, mucus, etc.).
  2. Internal Responses (white blood cells attacking pathogens).
  3. Vaccines (preparing the immune system).

1. Each group is given clay/Play-Doh and asked to create physical models of their defence mechanism:

   • E.g., Team 1 could create layered skin layers while Team 2 uses Play-Doh to depict a white blood cell engulfing bacteria.
   • Groups explain their model function and how it protects the body.

2. Discuss why vaccines are critical in disease prevention, referencing the NHS vaccination programme in the UK.

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Part 4 (30 minutes): Case Study & Ethical Reflection

Activity 4: Real-Life Case Study Discussions

1. Distribute printed case studies of famous outbreaks (differentiated for literacy needs). Example studies:
   • The spread of Ebola and factors influencing transmission.
   • The global success of the smallpox vaccine.
2. Students work in pairs to read their assigned case and answer key reflection questions:
   • "What caused this outbreak?"
   • "What methods were used to control/prevent it?"
   • "What ethical issues were raised during this outbreak?"
3. Facilitate a class discussion summarising the main points.

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Consolidation (15 minutes): Knowledge Quiz Game

• Play a team-based quiz game using flashcards with key questions:
  • E.g., "Name two ways pathogens are transmitted."
  • "What is the role of white blood cells?"
• Award points for correct answers; reinforce any misconceptions.

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Plenary (10 minutes): Reflect & Predict

1. Students individually write brief answers:
   • "What is the most interesting thing you learned today?"
   • "What steps would YOU take to stop an infection in your community?"
2. Share reflections as a group, with teacher guiding discussion about the importance of personal responsibility in disease prevention.
3. Highlight how this links to careers within science sectors (e.g., medicine, microbiology, public health, etc.).

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Homework Assignment

• Research and write a brief summary on a historical pandemic (The Black Death, Spanish Flu, etc.) and what was done to control it. Bring this to the next lesson. Options and simplified templates provided for students needing additional scaffolding.

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Assessment

• Formative assessment through group presentations, participation in the simulation, and discussion contributions.
• Summative assessment through the quiz game to gauge knowledge retention.

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Teacher Notes

1. Ensure individual support is provided to students with additional learning needs, e.g., by allocating mixed-ability groupings and offering written resources with visuals or simplified language.
2. Use points of discussion to tie the lesson back to real-world applications, ensuring relevance is maintained.
3. Maintain a kinetic and hands-on environment to support multisensory engagement in line with the teaching style.